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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 10 of 10 1 Temporal and topographical changes in theta power between middle childhood and adolescence during sentence comprehension Maguire, Mandy J.; Schneider, Julie M.; Melamed, Tina C.... In: Dev Cogn Neurosci (2021) BASE Show details 2 Cross-Morpheme Generalization Using a Complexity Approach in School-Age Children De Anda, Stephanie; Blossom, Megan; Abel, Alyson D. In: J Speech Lang Hear Res (2020) BASE Show details 3 Using the N400 event-related potential to study word learning from context in children from low- and higher-socioeconomic status homes Ralph, Yvonne K.; Schneider, Julie M.; Abel, Alyson D.... In: J Exp Child Psychol (2019) BASE Show details 4 The recruitment of knowledge regarding plurality and compound formation during language comprehension Fiorentino, Robert; Bost, Jamie; Abel, Alyson D.. - : John Benjamins Publishing, 2017 BASE Show details 5 The Influence of Two Cognitive-Linguistic Variables on Incidental Word Learning in 5-Year-Olds Abel, Alyson D.; Schuele, C. Melanie In: Journal of psycholinguistic research. - New York, NY ; London [u.a.] : Springer 43 (2014) 4, 447-463 OLC Linguistik Show details 6 The Influence of Two Cognitive-Linguistic Variables on Incidental Word Learning in 5-Year-Olds Abel, Alyson D.; Schuele, C. Melanie. - 2014 Abstract: The relation between incidental word learning and two cognitive-linguistic variables—phonological memory and phonological awareness—is not fully understood. Thirty-five typically developing, 5-year-old, preschool children participated in a study examining the association between phonological memory, phonological awareness, and incidental word learning. Children were exposed to target words in a read-aloud story that accompanied a wordless picture book. Target word comprehension was assessed before and after two readings of the story. Phonological awareness predicted incidental word learning but phonological memory did not. The influence of phonological awareness and phonological memory on word learning may be dependent on the demands of the word learning task. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4004711 https://doi.org/10.1007/s10936-013-9264-4 http://www.ncbi.nlm.nih.gov/pubmed/23979141 BASE Hide details 7 What changes in neural oscillations can reveal about developmental cognitive neuroscience: Language development as a case in point Maguire, Mandy J.; Abel, Alyson D.. - 2013 BASE Show details 8 The recruitment of knowledge regarding plurality and compound formation during language comprehension Fiorentino, Robert; Abel, Alyson D.; Zuccarelli, Jordan... In: The mental lexicon. - Amsterdam [u.a.] : John Benjamins Publishing Company 7 (2012) 1, 34-57 BLLDB OLC Linguistik Show details 9 The recruitment of knowledge regarding plurality and compound formation during language comprehension Fiorentino, Robert; Bost, Jamie; Abel, Alyson D.. - 2012 BASE Show details 10 Effects of Verb Familiarity on Finiteness Marking in Children with SLI Abel, Alyson D.. - : University of Kansas, 2012 BASE Show details

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